Jim Swartos
Course: Electronic Communications
This course is a survey of the main technologies used for electronic communications.
Step 1 Situational Factors
Specific Context
The age of my students ranges from 16 to 50+ years old.
Classe size is 6 - 27.
Contact time 6 hours (or more) per day, Monday - Friday.
The class is a mix of class and lab time.. Expectations of External Groups:
Our customers are our employers (the people who hire our graduates). The Electronics program serves a very diverse group of employers including, but not limited to: Manufacturing (biomed, industrial, semiconductor, aviation, power supplies, etc), Telecommunications (cell, land line, fiber, internet, etc), BioMed (hospitals, labs, clinics and manufacturing) and more. Each of these businesses and industries use our training as a baseline or requirement for hiring our graduates. Some companies are very specific about the kind/type of training they want us to provide.
We offer several industry recognized certifications. Nature of the Subject
For much of our coursework there is typically one right answer (but sometimes two ways to get the answer!). Understanding concepts and storing basic knowledge is very important, but knowing how to solder, handle components, build circuits, etc. is also very important. Characteristics of the Learners
I've had full-time, part-time, running start, singles, adults with families, working students (sometimes with more than one job), usually every quarter.
A small number of students have a limited background of knowledge or training. About 30% of my students usually have at least a bachelors degree.
My students typically enroll because they want a job in the Electronics field. Characteristics of the teacher
Over 25 years of experience and training in this field. I've taught this course several times and will teach it again.
Special Challenges
Radiowaves (Radio Frequency) is invisible to the eye. Helping students to visualize the process of transmitting and receiving these signals can be a challenge.
Step 2 Significant Learning Goals
A year after this course is over, I hope my students will:
Foundational Knowledge:
Remember the basics of electronics (e.g. Ohms Law, Troubleshooting and Safety.
Application:
Have a growing appreciation for technology, and an increasing ability to understand it
Understand the basics of the business world
Be able to apply their foundational knowledge to increasingly complex problems
Integration:
Be able to integrate different technologies & protocols
Human Dimension:
See themselves as an important part of their organization
See themselves as an important part of their community
Caring:
Be interested in new technology & developments
Learning how to learn:
Be life-long learners
Step 3 Feedback and Assessment
1. Forward Looking Assessment
A. The student will use their knowledge to troubleshoot a electronic device.
2. Criteria and Standards
Desired Outcome: Selecting and using the proper test equipment, the student will troubleshoot the electronic device, identifying the circuit that is causing the malfunction.
10 pts - Select and use the proper test equipment to determine the fault with a maximum of 5 tests.
8 pts - Select and use the proper test equipment to determine the fault with a maximum of 7 tests.
6 pts - Select and use the proper test equipment to determine the fault with a maximum of 9 tests.
4 pts - Select and use the proper test equipment, but experiences difficulty connecting and using the equipment and after 10 tests is still unsure of fault.
2 pts - Has difficulty selecting the proer equipment and connecting and using it. After 10 tests in still unsure of fault.
0 pts - Doesn't know what test equipment to use and has no idea how to connect to the circuit to do tests. Unsure of how to determine fault.
3. Self Assessment
A. Students evaluate their own work based on the criteria in step 2. Students then present a report to the class on how they proceeded and how they could improve the process.
4. FIDeLITY Feedback
A. After the students have presented their self-assessment, do a group discussion having students present (in their own words) the best part of the exercise, the hardest part and one or two things that they learned along the way.
B. The instructor will provide positive feedback on their work, providing examples of how the task could possibly be completed in a more efficient or timely manner.
Step 4 Teaching and Learning Activities
A. Experiences
1. Students will be required to complete a certain number of labs
2. Students will interview at least one person in this field (using supplied interview questions as a basis/starting point) and give a report to the class.
3. On-line research
4. Instructor demonstrations
B. Information and Ideas
1. Test equipment manuals
2. Text
3. Equipment manuals
4. Internet
5. Library
C. Reflection
1. One Minute Paper
2. Group discussion
3. Q & A Time with instructor or other industry expert.
Foundational Knowledge: Background knowledge probe Written presentation
Basics of electronics Authentic assessment Class instruction
Ohm's Law, Safety & Self assessment Class discussion
Troubleshooting Written exam Lab exercises
Application: Have a Background knowledge probe Written presentation
growing appreciation Authentic assessment Class instruction
for technology and apply Self assessment Class discussion
knowledge to complex Written exam Lab exercises
problems.
Integration: Be able to Authentic assessment Written presentation
integrate different Self assessment Class demonstration
technologies Demonstation Discussion
Written exam Lab exercises
Human Dimension: See Self assessment Class discussion
themselves as an Authentic assessment Research paper
important part of their Written exam Role playing
community. Writing assignment
Caring: Be interested in Self assessment Class discussion
new technologies and Authentic assessment Role playing
developments. Writing assignment Research paper
Written exam
Learning how to learn: Problem-based case One Minute Paper
Be life-long learners Self assessment Role playing
Writing assignment Discussion
Step 6 Course Structure
A. Different Types of Modulation
B. Receivers & Transmitters
C. Transmission Protocols
D. Transmission Lines & Antennas
E. Microwave & Satellite
F. Telecomm & Cellular
G. Optical & Wireless
Step 7 Teaching Strategy and Step 8 Learning Activities
Course: Electronic Communications
This course is a survey of the main technologies used for electronic communications.
Step 1 Situational Factors
Specific Context
The age of my students ranges from 16 to 50+ years old.
Classe size is 6 - 27.
Contact time 6 hours (or more) per day, Monday - Friday.
The class is a mix of class and lab time..
Expectations of External Groups:
Our customers are our employers (the people who hire our graduates). The Electronics program serves a very diverse group of employers including, but not limited to: Manufacturing (biomed, industrial, semiconductor, aviation, power supplies, etc), Telecommunications (cell, land line, fiber, internet, etc), BioMed (hospitals, labs, clinics and manufacturing) and more. Each of these businesses and industries use our training as a baseline or requirement for hiring our graduates. Some companies are very specific about the kind/type of training they want us to provide.
We offer several industry recognized certifications.
Nature of the Subject
For much of our coursework there is typically one right answer (but sometimes two ways to get the answer!). Understanding concepts and storing basic knowledge is very important, but knowing how to solder, handle components, build circuits, etc. is also very important.
Characteristics of the Learners
I've had full-time, part-time, running start, singles, adults with families, working students (sometimes with more than one job), usually every quarter.
A small number of students have a limited background of knowledge or training. About 30% of my students usually have at least a bachelors degree.
My students typically enroll because they want a job in the Electronics field.
Characteristics of the teacher
Over 25 years of experience and training in this field. I've taught this course several times and will teach it again.
Special Challenges
Radiowaves (Radio Frequency) is invisible to the eye. Helping students to visualize the process of transmitting and receiving these signals can be a challenge.
Step 2 Significant Learning Goals
A year after this course is over, I hope my students will:
Foundational Knowledge:
Remember the basics of electronics (e.g. Ohms Law, Troubleshooting and Safety.
Application:
Have a growing appreciation for technology, and an increasing ability to understand it
Understand the basics of the business world
Be able to apply their foundational knowledge to increasingly complex problems
Integration:
Be able to integrate different technologies & protocols
Human Dimension:
See themselves as an important part of their organization
See themselves as an important part of their community
Caring:
Be interested in new technology & developments
Learning how to learn:
Be life-long learners
Step 3 Feedback and Assessment
1. Forward Looking Assessment
A. The student will use their knowledge to troubleshoot a electronic device.
2. Criteria and Standards
Desired Outcome: Selecting and using the proper test equipment, the student will troubleshoot the electronic device, identifying the circuit that is causing the malfunction.
10 pts - Select and use the proper test equipment to determine the fault with a maximum of 5 tests.
8 pts - Select and use the proper test equipment to determine the fault with a maximum of 7 tests.
6 pts - Select and use the proper test equipment to determine the fault with a maximum of 9 tests.
4 pts - Select and use the proper test equipment, but experiences difficulty connecting and using the equipment and after 10 tests is still unsure of fault.
2 pts - Has difficulty selecting the proer equipment and connecting and using it. After 10 tests in still unsure of fault.
0 pts - Doesn't know what test equipment to use and has no idea how to connect to the circuit to do tests. Unsure of how to determine fault.
3. Self Assessment
A. Students evaluate their own work based on the criteria in step 2. Students then present a report to the class on how they proceeded and how they could improve the process.
4. FIDeLITY Feedback
A. After the students have presented their self-assessment, do a group discussion having students present (in their own words) the best part of the exercise, the hardest part and one or two things that they learned along the way.
B. The instructor will provide positive feedback on their work, providing examples of how the task could possibly be completed in a more efficient or timely manner.
Step 4 Teaching and Learning Activities
A. Experiences
1. Students will be required to complete a certain number of labs
2. Students will interview at least one person in this field (using supplied interview questions as a basis/starting point) and give a report to the class.
3. On-line research
4. Instructor demonstrations
B. Information and Ideas
1. Test equipment manuals
2. Text
3. Equipment manuals
4. Internet
5. Library
C. Reflection
1. One Minute Paper
2. Group discussion
3. Q & A Time with instructor or other industry expert.
Step 5 Integrate the Component Parts
Learning Goals Feedback & Assessment Learning Activities
Foundational Knowledge: Background knowledge probe Written presentation
Basics of electronics Authentic assessment Class instruction
Ohm's Law, Safety & Self assessment Class discussion
Troubleshooting Written exam Lab exercises
Application: Have a Background knowledge probe Written presentation
growing appreciation Authentic assessment Class instruction
for technology and apply Self assessment Class discussion
knowledge to complex Written exam Lab exercises
problems.
Integration: Be able to Authentic assessment Written presentation
integrate different Self assessment Class demonstration
technologies Demonstation Discussion
Written exam Lab exercises
Human Dimension: See Self assessment Class discussion
themselves as an Authentic assessment Research paper
important part of their Written exam Role playing
community. Writing assignment
Caring: Be interested in Self assessment Class discussion
new technologies and Authentic assessment Role playing
developments. Writing assignment Research paper
Written exam
Learning how to learn: Problem-based case One Minute Paper
Be life-long learners Self assessment Role playing
Writing assignment Discussion
Step 6 Course Structure
A. Different Types of Modulation
B. Receivers & Transmitters
C. Transmission Protocols
D. Transmission Lines & Antennas
E. Microwave & Satellite
F. Telecomm & Cellular
G. Optical & Wireless
Step 7 Teaching Strategy and Step 8 Learning Activities
Step 9 Grading System
Step 10 Possible Problems
Step 11 Write Syllabus
Step 12 Evaluate Course and Teaching